DetallesA Case Study on the Implementation of an Early Sequential Bilingual Methodology on Three- lo Five-year-old Children at a Public Early Childhood Development Cerner in the Ciry of Pereira.This research study explored the needs, requirements and perceptions towards the design of a proposal for bilingual early childhood in a public Early Childhood Developrnent Center (CDC) located in Pereira, Colombia. After analyzing the requirements of the CDI in regard to the processes of leaching and learning Spanish, the researchers designed a methodological proposal for early-sequential bilingual education.The resulls remarked the advantages, challenges and requirements to apply a bilingual program, in these types of institutions. They also suggest how the use of audio and visual materials contribute to different factors such second language development, to reduce additional factors, as it is discipline, among others. Additionally, the use of strategies such as lesson planning and drilling are fundamenlal to obtain observable results concerned with children production skills in order to arliculate both languages development. Teaching English lo children between 3 to 5 years old emerges as a model for bilingual education inasmuch as their age, posilive attitude towards the language, among other factors, greatly enable the applicability of the proposal framed in the book.Finally, though the report of this document is forrnulated as a case study design, the project has been piloted and implemented in many early childhood development centers in the city of Pereira with similar results.
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Editor / Marca U. Tecnológica de Pereira Editor Año de Edición 2018 Número de Páginas 160 Idioma(s) Español Terminado Tapa Rústica Alto y ancho 16.5 x 23.5 cm Peso 0.3100 Tipo Producto libro PDF URL
Clara Inés González Marín, Enrique Arias Castaño, Diana Carolina Durango Isaza, John Sebastián Garzón Ríos, Ana Isabel Rodríguez López
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- TABLE OF CONTENTSPRESENTATION1.STATEMENT OF THE PROBLEM1.1. Research Questions1.2. Objectives1.2.1. General objective1.2.2. Specific objectives2. THEORETICAL FRAMEWORK2.1. Conceptual Framework2.1.1. Early childhood2.1.2. Language acquisition theories220.127.116.11. First ianguage acquisition (U)18.104.22.168. Second language acquisition (L2)2.1.3. Early childhood education for bilingualism2.1.4. Early sequential bilingual education during early childhood2.1.5. Strategies that foster early sequential bilingualism during the early years2.2. Literature Review3. METHODOLOGY3.1. Type of Research3.2. Type of Study3.3. Context3.4. Setting3.5. Participants3.5.1. Children3.5.2. Early childhood in-ser vice teaching staff22.214.171.124. Early childhood in-service teachers126.96.36.199. Early childhood in-service teaching assistants3.5.3. Bilingual pre-service educators3.5.4. Parents3.6. Researchers' Roles3.7. Data Collection (Methods/lnstruments)3.7.1. Interviews3.7.2. Surveys3.7.3. Observations3.8. Data Analysis3.9. Ethical Considerations and Others4. FINDINGS AND DISCUSSION4.1. An Early Sequential Bilingual Model during the Early Years: Didactics and Methodology4.1.1. Bilingual educators' strategies conditioned children's responses188.8.131.52. Flashcards184.108.40.206. Games220.127.116.11. Songs18.104.22.168. Videos4.1.2. Bilingual educators' use of storytelling and story reading as strategies to foster early sequential bilingualism22.214.171.124. Eliciting and prompting126.96.36.199.1. Eliciting advantages188.8.131.52.2. Eliciting drawbacks184.108.40.206. Nonverbal communication220.127.116.11.1. Nonverbal communication advantages18.104.22.168.2. Lack of nonverbal communication22.214.171.124. Prosodic features4.1.3. The translingual early childhood classroom5. CONCLUSIONS6. IMPLICATIONS6.1. Pedagogical Implications6.2. Research Implications7. LIMITATIONS OF THE STUDYReferencesAppendix A1Appendix A2Appendix A3Appendix B1Appendix B2Appendix CAppendix DAppendix E